Making Connections through Literature Ancient Egypt and Queen Hatshepsut

By Novo, Neita | Social Studies Review, Fall 2006 | Go to article overview

Making Connections through Literature Ancient Egypt and Queen Hatshepsut


Novo, Neita, Social Studies Review


Ancient Egypt and Queen Hatshepsut Sixth Grade Standards

History-Social Studies

6.2 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush.

6.2, 7. Understand the significance of Queen Hatshepsut and Ramses the Great.

(For purposes of this lesson, only Queen Hatshepsut has been selected.)

Reading-Language Arts

3.2 Analyze the effect of the qualities of the character (e.g. courage or cowardice, ambition or laziness) on the plot and resolution of the conflict.

3.3 Analyze the influence of setting on the problem and its resolution.

The story of Cinderella is well-known by students. It seems that there is a "Cinderella" in one form or another in many (if not most) cultures. I have been using Cinderella stories in classes as examples of ways to develop skills in compare and contrast features in stories, with the focus on setting. It is interesting to students to discover how cultures and cultural features emerge from the illustrations/settings, as well as from the characters and details in the plots. Although I may not agree with the premise of Cinderella from a feminist point of view, I find that the cultural, historical, and qualities of character aspects that emerge through the telling of various stories to be intriguing, engaging and worthwhile.

The Egyptian Cinderella authored by Shirley Climo and illustrated by Ruth Heller provides a starting point, or anticipatory set, for the study of women in ancient Egypt, and perhaps a segue into a study of ancient Greece. Climo notes that there was actually a Greek slave girl, Rhodopis, who married Pharaoh Amasis and became his queen. She also notes in the author's notes at the end of the book that the "tale of Rhodopis and the rose-red slippers is one of the world's oldest Cinderella stories. It was first recorded by the Roman historian Strabo in the first century B.C."

Lesson Development

* Read the story: The Egyptian Cinderella.

Listening Comprehension/Whole group or literature circle

* Discuss the character of Rhodopis. Why was she different than the other Egyptian servant girls? Why did she feel she needed to do the bidding of the servants? Who/what became her friends? What would you say about Rhodopis' character? (i.e.coward or courageous?) In what ways could her role as a slave shape her character (privately or for the world to see?) Support your ideas through examples. What would you say about the Pharoah's character?

Discussion Extensions

* Look carefully at the illustrations. What do you see that you probably would not see today? Does this give us some clues about what ancient Egypt might have been like?

* Setting can mean a place, but it can also mean a place in time. Talk about the setting of this story. What is the illustrator showing us about Egypt at that time? Did the setting have an influence on the problem and solution? What was the problem? What was the solution?

* Vocabulary words/names you might want to draw attention to:

Pharaoh

Nile

rushes

Memphis

Ra the Sun

A great falcon, the symbol of the god Horus

* Make connections to historical women in ancient Egypt

The sixth grade standards list Queen Hatchepsut as a woman worth studying in ancient Egypt. Research about Hatchepsut revealed that she was either clever or manipulative (evil?), depending upon the writer's point of view. Therefore, she would be an interesting person for students to research and to analyze. Her character could provide an interesting discussion/ debate. Compare her character to Cinderella.

Going online to do research about ancient Egypt may reveal to students more than you want them to discover and discuss in school. You will want to check them out and give students choice of sites you have selected. I found an interesting article about Women in Ancient Egypt by James C. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Making Connections through Literature Ancient Egypt and Queen Hatshepsut
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.